Stack of books against a blurred background. (Photo by Kimberly Farmer on Unsplash)

Ressources politiques

L'AFC s'efforce de changer la politique éducative afin que le système scolaire public serve tous enfants efficacement. Nous publions des rapports politiques et des analyses de données, témoignons aux niveaux de la ville et de l'État, nous exprimons dans la presse pour attirer l'attention sur les défis auxquels sont confrontés les étudiants et les familles que nous servons, et nous nous joignons à d'autres défenseurs, parents, jeunes et éducateurs pour appeler à changement.

Ouvrir la voie aux écoles de New York : Recommandations pour la prochaine administration
  • Programme politique

    • Ouvrir la voie aux écoles de New York : Recommandations pour la prochaine administration

    Forts de notre expérience auprès de milliers de familles new-yorkaises chaque année, nous exhortons le prochain maire à relever les grands défis avec des idées audacieuses et à rester ferme face aux menaces qui pèsent sur les droits civiques des élèves.
    Closeup of student holding a pencil in class

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    Impasses : la nécessité de créer davantage de voies d'obtention du diplôme pour les étudiants trop âgés et sous-crédités à New York
    Older male student writing on a table at the front of a classroom. (Photo by Jeswin Thomas from Pexels)
  • Rapport de politique
    • Impasses : la nécessité de créer davantage de voies d'obtention du diplôme pour les étudiants trop âgés et sous-crédités à New York

    An estimated 138,000 New York City students are over-age and under-credited and are out of school or at-risk for dropping out. The New York City Department of Education began creating new programming specifically for these students, but some students are left with dead ends under the current system. This briefing paper examines the ability of the new schools to meet the instructional needs of English Language Learners (ELLs), students with special education needs, students who are older with few or no credits, and students who are pregnant and parenting.

    10 décembre 2007

    Transitioning to Nowhere: An Analysis of the Planning and Provision of Transition Services to Students with Disabilities in New York City
    Principal talking with teenage boy while sitting in office. (Photo by Cavan for Adobe, Adobe Stock)
  • Rapport de politique
    • Transitioning to Nowhere: An Analysis of the Planning and Provision of Transition Services to Students with Disabilities in New York City

    Approximately 13,000 students with disabilities exit the New York City public school system each year. This report examines the efforts of the NYC Department of Education to prepare these youth for independent living, vocational training, employment, higher education, and other post-secondary opportunities.

    Sep 7, 2007

    Quitter l'école les mains vides : un rapport sur les taux d'obtention du diplôme et d'abandon scolaire pour les élèves qui bénéficient de services d'éducation spécialisée à New York
    Teenage boy leans against a wall, arms crossed.
  • Rapport de politique
    • Quitter l'école les mains vides : un rapport sur les taux d'obtention du diplôme et d'abandon scolaire pour les élèves qui bénéficient de services d'éducation spécialisée à New York

    This report examines the graduation outcomes of the more than 170,000 children currently classified as having disabilities and in need of special education services in New York City, based on federal, state, and city data from the school years between 1996-97 and 2003-04.

    1 juin 2005

    Children in Crisis: Advocates for Children’s Domestic Violence Education Advocacy Project
    Girl sitting on a desk in a classroom, reading a book. (Photo by RDNE Stock project from Pexels)
  • Rapport de politique
    • Children in Crisis: Advocates for Children’s Domestic Violence Education Advocacy Project

    During the 2001-02 school year, AFC piloted a project called the Domestic Violence Education Advocacy Project (DVEAP) that provided individual school-related advocacy for children who had been exposed to domestic violence or abuse and who were having significant problems in school. These children were unable to perform up to their academic potential as a result of suffering from undetected and untreated trauma-related illnesses. AFC found that the public school system, in particular the special education system, bears the brunt of this problem.

    May 1, 2004

    Students with Autism Spectrum Disorders in New York City: An Assessment of Current Special Education Service Delivery
    Young child at a table in a classroom, coloring in a coloring book.
  • Rapport de politique
    • Students with Autism Spectrum Disorders in New York City: An Assessment of Current Special Education Service Delivery

    This report assesses the manner in which special education services are delivered to children in NYC who have been diagnosed with Autism Spectrum Disorders, with a particular focus on the delivery of services to poor children and children of color.

    Apr 30, 2004

    Serving Those Most In Need Or Not? A Report on the Implementation of the No Child Left Behind (NCLB)’s Supplemental Education Services in New York City
    Woman looks over the shoulder of a young girl filling out a worksheet. (Photo by Monstera Production via Pexels)
  • Rapport de politique
    • Serving Those Most In Need Or Not? A Report on the Implementation of the No Child Left Behind (NCLB)’s Supplemental Education Services in New York City

    This report examines the results of surveys that were conducted to assess the implementation and effectiveness of Supplemental Education Services (SES). These tutoring and remediation services were provided for the first time in 2002-03 to over 240,000 eligible children in schools “in need of improvement.” The results of the surveys show major problems with implementation of SES in New York City, especially for students with disabilities and those classified as English Language Learners.

    Oct 1, 2003

    Apprendre ensemble : leçons d’éducation inclusive à New York
    Four schoolboys (ages 8-9) huddling in classroom. (Photo by Cavan for Adobe, Adobe Stock)
  • Rapport de politique
    • Apprendre ensemble : leçons d’éducation inclusive à New York

    Ce rapport de la Coalition pour l'environnement le moins restrictif (LRE), coordonné par l'AFC, examine un groupe de programmes dans les écoles publiques de New York qui prouvent que l'intégration des enfants handicapés dans les classes d'enseignement général est non seulement possible, mais également souhaitable pour les enfants ayant de nombreux handicaps. types de handicaps et avec des besoins différents.

    1er octobre 2002

    On attend toujours, après toutes ces années… Inclusion des enfants ayant des besoins spéciaux dans les écoles publiques de la ville de New York
    Elementary students sitting on a rug in a classroom. (Image by rawpixel.com on Freepik)
  • Rapport de politique
    • On attend toujours, après toutes ces années… Inclusion des enfants ayant des besoins spéciaux dans les écoles publiques de la ville de New York

    This report from the Least Restrictive Environment (LRE) Coalition looks at the history of special education services in the New York City school system and at the differing views regarding how children with disabilities should be treated, i.e., via segregation or inclusion.

    1 novembre 2001

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